Temeljni i proceduralni pristup pisanju na pragu C2 nivoa prema zajedničkom evropskom referentnom okviru za žive jezike (CEFR)

Abstract

Writing in English as a Second Language is always a cognitively demanding activity as it predisposes a myriad of demands and decisions students need to make during the writing process. Due to the complexity of writing in the second language we reflect upon the beliefs students possess towards their writing activity. In the study we analyze the deep and surface approach to writing using Lavelle’s (Lavelle 1993 in: Lavelle & Zuercher 2001.) survey of the Inventory of Processes in College Composition. We conducted the research at the most prominent state faculties with philological orientation in the city of Novi Sad, Belgrade, Kragujevac and Niš and we came to the results that students do not always apply the deep apporach to writing which is demanded at the C2 level of the Common European Framework of Reference (CEFR).